PROF ED

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    Cards (146)

    • Philippine Qualifications Framework (PQF)

      National standards and levels for outcomes in education adopted by the Philippines
    • The PQF is provided by law (RA 10968, s. 2018)
    • Purpose of PQF
      • Adopts national standards and levels for outcomes of education in the country
      • Assists individuals to move easily between different education and training sectors and the labor market
      • Aligns the international qualifications for full recognition of the value of Philippine qualifications
      • Used as basis for accrediting certificates and licenses recognized by the government
    • PQF Levels
      • L8- Doctoral and post doctoral/ Law
      • L7- Masters
      • L6- Baccalaureate
      • L5 - Diploma
      • L4- NC 4
      • L3- NC 3
      • L2- NC 2
      • L1 - NC 1
    • Education Levels in PQF
      • Basic Education
      • Technical Education and Skills Development
      • Higher Education
    • PQF Level 6
      Baccalaureate/College Graduate
    • PQF Level 6 Outcomes
      • Possess a broad level of coherent knowledge and skills in their field of study for professional work (teaching) and lifelong learning
      • Application of professional work (teaching) in a broad range of discipline and/or further study
      • Independent (as a teacher) and/or in terms of related field
    • National Competency-Based Teacher Standards (NCBTS)

      Framework of teacher quality institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009
    • The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines
    • Philippine Professional Standards for Teachers (PPST)

      Created as an equivalent supportive focus on teacher quality for the K to 12 reform
    • PPST Domains
      • Domain 1- Content, Knowledge and Pedagogy
      • Domain 2-Learning Environment
      • Domain 3-Diversity of Learners
      • Domain 4, Curriculum and Planning
      • Domain 5 -Assessment and Reporting
      • Domain 6- Community Linkages and Professional Engagement
      • Domain 7- Personal Growth and Professional Development
    • Strands in Domain 1 (Content Knowledge and Pedagogy)

      • Content knowledge and its application within and across curriculum areas
      • Research-based knowledge and principles of teaching and learning
      • Positive use of ICT
      • Strategies for promoting literacy and numeracy
      • Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
      • Mother Tongue, Filipino and English in teaching and learning
      • Classroom communication strategies
    • Components of a face-to-face learning environment
      • Physical Environment
      • Psychological Environment
      • Social Environment
    • Strands in Domain 3 (Diversity of Learners)

      • Learners' gender, needs, strengths, interests and experiences
      • Learners' linguistic, cultural, socio-economic and religious backgrounds
      • Learners with disabilities, giftedness and talents
      • Learners in difficult circumstances
      • Learners from indigenous groups
    • Strands in Domain 4 (Curriculum and Planning)

      • Planning and management of teaching and learning process
      • Learning outcomes aligned with learning competencies
      • Relevance and responsiveness of learning programs
      • Professional collaboration to enrich teaching practice
      • Teaching and learning resources including ICT
    • Strands in Domain 5 (Assessment and Reporting)

      • Design, selection, organization and utilization of assessment strategies
      • Monitoring and evaluation of learner progress and achievement
      • Feedback to improve learning
      • Communication of learner needs, progress and achievement to key stakeholders
      • Use of assessment data to enhance teaching and learning practices and programs
    • Strands in Domain 6 (Community Linkages and Professional Engagement)

      • Establishment of learning environments that are responsive to community contexts
      • Engagement of parents and the wider school community in the educative process
      • Professional ethics
      • School policies and procedures
    • Strands in Domain 7 (Personal Growth and Professional Development)

      • Philosophy of teaching
      • Dignity of teaching as a profession
      • Professional links with colleagues
      • Professional reflection and learning to improve practice
      • Professional development goals
    • Career Stages of a Teacher
      • Beginning Teachers
      • Proficient Teachers
      • Highly Proficient Teachers
      • Distinguished Teachers
    • Beginning Teachers
      • Have gained the qualifications recognized for entry into the teaching profession
      • Have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy
      • Possess the requisite knowledge, skills and values that support the teaching and learning process
      • Manage learning programs and have strategies that promote learning based on the learning needs of their students
      • Seek advice from experienced colleagues to consolidate their teaching practice
    • Proficient Teachers
      • Are professionally independent in the application of skills vital to the teaching and learning process
      • Provide focused teaching programs that meet curriculum and assessment requirements
      • Display skills in planning, implementing, and managing learning programs
      • Actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement
      • Are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers
    • Highly Proficient Teachers
      • Consistently display a high level of performance in their teaching practice
      • Manifest an in-depth and sophisticated understanding of the teaching and learning process
      • Have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience
      • Work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice
      • Continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students
    • Distinguished Teachers
      • Embody the highest standard for teaching grounded in global best practices
      • Exhibit exceptional capacity to improve their own teaching practice and that of others
      • Recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships
      • Create lifelong impact in the lives of colleagues, students and others
      • Consistently seek professional advancement and relevance in pursuit of teaching quality and excellence
      • Exhibit commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines
    • Differentiated instruction involves providing students with different avenues to acquiring content, processing ideas, and creating products based on their needs.
    • Direct instruction is a teacher-centered approach where the instructor provides information in a lecture or demonstration style.
    • Constructivism suggests that learners actively construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.
    • Social Learning Theory proposes that social interactions play a significant role in shaping behavior and learning.
    • Constructivism suggests that individuals construct their own understanding through active engagement with information and experiences.
    • Content refers to what is taught or learned.
    • Indirect instruction is when the student discovers the answer through exploration, experimentation, observation, or questioning.
    • Inquiry-based instruction is when the student asks questions about a phenomenon and then investigates it using scientific methods.
    • Project-based instruction is when the student applies what he has learned to solve real-world problems.
    • Inquiry-based learning encourages students to ask questions about the world around them and explore answers through investigation and experimentation.
    • Critical thinking refers to the ability to analyze, evaluate, and make informed decisions about complex issues.
    • Project-based learning allows students to work together over an extended period of time to investigate real-world problems and create solutions.
    • Behavioral theory emphasizes observable behaviors and rewards/punishments as drivers of learning.
    • Collaborative learning emphasizes group interaction and cooperation among students to achieve common goals.
    • Cognitive theory focuses on mental processes involved in learning and problem solving.
    • Metacognitive strategies involve self-reflection and monitoring one's own thought processes during learning.
    • Learning styles refer to individual differences in how people prefer to acquire new skills or knowledge.
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